faithbased
Banned
- Joined
- Dec 17, 2012
- Member Type
- Student or Learner
- Native Language
- English
- Home Country
- Vatican
- Current Location
- Bangladesh
Opinions are fine. (You can give an educated guess if you aren't an experienced early years teacher.)
I've been teaching my four year old daughter to read since she was two. We use a method of sounding words which is a lot like phonics but not so formal or complicated. (You could call it common sense phonics.) It works just fine as one might expect. She can read pretty well as her teachers and school reading helpers have verified and is currently being raised through the school reading levels. So far so good.
But I've been having trouble finding library books of the correct reading level for her. I've bought a series of very short Winnie the Pooh books from a charity shop. They were 20p each so I bought all of them. The vocabulary in them is sometimes difficult. The books contain words like "championship". Luckily such words are relatively rare. Most of the words are perfectly manageable for her. When she approaches an unusually long word she has a tendency to guess what the word says, sometimes with no relevance whatsoever. She might guess championship as "happened." When we sound the word out bit by bit she eventually reads it properly.
It's unusual for us to read books which have complex vocabulary in them. But I don't want her to develop a strategy of taking wild guesses at words. (She doesn't generally do that at the moment and I don't want her to start.) I'm planning to stick with the new Winnie the Pooh books for the next week or fortnight or so. But if I suspect that she's developing a taste for wild and erratic guessing then I'm going to junk the books. Does anybody agree with the idea of junking them? Or would people continue with vocabulary which was easily manageable in the main with the occasional difficult word?
I've been teaching my four year old daughter to read since she was two. We use a method of sounding words which is a lot like phonics but not so formal or complicated. (You could call it common sense phonics.) It works just fine as one might expect. She can read pretty well as her teachers and school reading helpers have verified and is currently being raised through the school reading levels. So far so good.
But I've been having trouble finding library books of the correct reading level for her. I've bought a series of very short Winnie the Pooh books from a charity shop. They were 20p each so I bought all of them. The vocabulary in them is sometimes difficult. The books contain words like "championship". Luckily such words are relatively rare. Most of the words are perfectly manageable for her. When she approaches an unusually long word she has a tendency to guess what the word says, sometimes with no relevance whatsoever. She might guess championship as "happened." When we sound the word out bit by bit she eventually reads it properly.
It's unusual for us to read books which have complex vocabulary in them. But I don't want her to develop a strategy of taking wild guesses at words. (She doesn't generally do that at the moment and I don't want her to start.) I'm planning to stick with the new Winnie the Pooh books for the next week or fortnight or so. But if I suspect that she's developing a taste for wild and erratic guessing then I'm going to junk the books. Does anybody agree with the idea of junking them? Or would people continue with vocabulary which was easily manageable in the main with the occasional difficult word?